Towards just futures: a capabilitarian approach to transforming undergraduate learning outcomes

ABSTRACT

Learning outcomes are predominantly framed in narrow and measurable terms, with students as decontextualised learners. As an alternative, the paper outlines a capabilitarian approach, building a four-dimensional matrix for reconceptualising learning outcomes. It is made up of a varied, multi-dimensional set of opportunities, processes and outcomes to enable students to flourish and become people who can live fulfilling and connected lives in and beyond higher education. The matrix dimensions are made up of a capability set, corresponding functionings, material resources and conversion processes, underpinned by Constitutional and human development values. The paper draws on a project on higher education outcomes in South Africa, especially the longitudinal life history data. It makes the case for a reparative futures orientation which might dismantle the colonial-apartheid past and present, and outlines key capabilitarian concepts. The social and higher education context is sketched, followed by a focus on the capability set and what data supports its value to students.

KEYWORDS:

• South Africa
• learning outcomes
• capabilitarian approach
• marginalised students
• higher education

Acknowledgements

My deepest thanks to all the life history participants who stayed with the project, and to my fellow researchers: Monica McLean, Mikateko Mathebula and Patience Mukwambo. Thanks also to Merridy Wilson-Strydom and Ann-Marie Bathmaker for their contributions at an earlier stage of the project, as well as to the Thusanani project.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. See Boughey and McKenna (2021), chapter 3 for a good overview of policy developments in the South African higher education system, including history, funding, shape and size and institutional mergers.

2. Around 21 000USD.

3. At the time, these ranged from around ZAR26 000 pa to over ZAR50 000 + .

4. http://www.oecd.org/education/skills-beyond-school/ahelo-main-study.htm Accessed February 24th 2021.

5. http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf accessed February 15th 2021.

6. Public schools are divided into five quintiles with Q1 being the poorest and Q5 being the wealthiest (buildings, grounds, facilities, number of teachers, etc).

Additional information

Funding

The work was supported by the Economic and Social Research Council [ES/No10094/1]; National Research Foundation [86540].